DIFFERENCES IN DELIVERY MODES IN TESTING CLINICAL SIMULATIONS (LATENT IMAGE, WRITTEN, NURSING EDUCATION, COMPUTER MANAGED EVALUATIONS).
Contributors: University of Colorado, Boulder.
Published: 1986
Number of pages: 153
Subjects: Education, Higher.
Description: The purpose of this study was to determine and evaluate differences in student achievement and attitude attributable to computer testing versus latent image testing of clinical simulations.

Two portions of a final exam in primary care nursing for third-year nursing baccalaureate students were the measures used. The content areas were patient management problems presenting post-partum and newborn written simulations.

Forty students enrolled in a primary care course at the University of Colorado School of Nursing, Denver participated. Subjects were randomly assigned by order of test to a single content area administered via computer. Latent image exams of the opposite content were then administered.

Practice tests in both modes were administered. Attitudinal surveys and questionnaires were completed by each subject. Telephone interviews further assessed attitude.

T-tests and ANOVA statistical techniques were used to compare the scores and number of items selected on tests.

Frequencies, crosstabulations, and tallys of responses were used to determine attitude differences. Statistical significance was set at .05.

The findings showed no statistical differences in scores or number of items selected regardless of order or mode of presentation of tests. Initial attitudes favored latent image mode associated with students attitudes toward computers. Attitudes two months post-exam favored computers.

Conclusions were: (1) A difference in content or mode of presentation whether computer or latent image paper-pen does not significantly effect achievement or number of items selected. (2) Latent image mode of testing is somewhat favored over computer mode. Preferences are associated with attitude toward computers and indicate the need for more computer based applications in nursing environments. (3) Assessment via computer requires an excellent design team, efficient programming language, adequate monies for hardware and personnel, and time and foresight to avoid complications.
Notes: Source: Dissertation Abstracts International, Volume: 47-06, Section: A, page: 2041.

Thesis (PH.D.)--UNIVERSITY OF COLORADO AT BOULDER, 1986.

School code: 0051.